GRADE 6

Grade 6 English First Additional Language

Term 2 Weeks 3 & 4
Unit 7 ‘Sneaky Snakes’
Lesson plan

Name of unit: Unit 7 ‘Sneaky Snakes’ Time: 2 weeks (10 hours)

Grade 6: Term 2 Weeks 3 & 4 Subject: English First Additional Language
Summary of the unit
In this unit we are dealing mainly with information text as we learn about ‘Sneaky Snakes’. In
this unit there is a selection of listening skills, reading text, language activities and writing
activities.
Curriculum reference
Curriculum Standards (CAPS) Grade 6 English First Additional Language Term 2 Weeks 3&4

Skill CAPS requirements Activities

Listening & Speaking Listens to oral descriptions of Listening and speaking:
( 2 hours) objects/ animals/ plants/ places Descriptions
Identifies what it is; describes what
it is for; distinguishes parts from Listening and speaking:
the whole; draws and label it; uses Analyse and classify things
vocabulary relating to other subjects Speaking: How much do
Analyses and classifies things you know about snakes?
Identifies similarities and differences;
sorts into groups; explains why they
belong together; uses vocabulary
relating to other subjects
Practises Listening and Speaking
(Choose one for daily practice)
Performs a poem; plays a language
game; gives and follows instructions/
directions; discusses a topic.
Reading and viewing Reads information texts, e.g. from Reading and viewing:
(5 hours) other subjects. Facts about snakes
Pre-reading: discusses the topic
and revises key vocabulary; reads Reading and viewing:
a paragraph and identifies main Record words and their
idea and topic sentence; answers meanings in a personal
questions on text and visuals, e.g. dictionary
graphs, diagrams, tables Reading and viewing:
Reflects on texts read during David Jones – the man
independent/pair reading who loved snakes
Summarises what they have read in a Reading and viewing:
few sentences Independent Reading

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Writing Writes a description of objects/ Writing: Write a
(2 hours) animals/plants/places description of an object,
Includes relevant, specific details; animal, plant or place
describes physical appearance uses
correct determiners; uses relevant Writing: Draw and label a
vocabulary; punctuation is correct; diagram
drafts writing, gets feedback, edits Writing: Make a mindmap
and rewrites summary
Designs, draws and labels visual
text, e.g. e.g. charts/ tables/
diagrams/ mindmaps/ maps/
pictures/ graphs/ plans. Uses
information from a written or
visual text; includes specific details;
uses key words and phrases; uses
appropriate vocabulary
Records words and their meanings
in a personal dictionary
Writes sentences using the words or
explanations to show the meaning,
etc.
Uses the writing process
Brainstorms ideas; writes a first
draft; revises; edits; writes final draft;
presents neat, legible final draft
Language structure and Spelling Language structure and
conventions Uses the dictionary to check spelling conventions: Learn a
(1 hour) and meanings of words; add –es to spelling rule
form plurals of words ending in -s,
-sh, -ch, or –z:, e.g. bunch, bunches; Language structures:
brush, brushes Adjectives

Working with words and sentences Language structures:

Uses nouns that have only plurals, Connecting words
e.g. scissors and trousers; begins Language structures:
to use possessive pronouns (e.g. Adverbs of manner
mine, yours, his, hers, ours, theirs);
begins to use adjectives that come
after nouns e.g. The dog is small;
builds on understanding and use
of comparative and superlative
adjectives; uses adverbs of manner
(e.g. quickly, slowly); develops
understanding and use of connecting
words showing addition, sequence
and contrast.
Vocabulary in context
Words taken from shared or
individually read texts

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 GRADE 6
Educator preparation for the whole unit before starting
1. Read through the activities in this unit and familiarise yourself with them and what
resources they require so that you can be totally prepared before the unit begins.
2. Identify the necessary vocabulary for this unit and write the words on to wordlists.
Constantly revise the vocabulary and ensure that the learners’ understanding of the
terminology is consolidated. Try to include two spelling tests over the two week period.
3. Note that this unit does not include any Reading activities based on the Graded Readers
used by the class or the Grade 6 First Additional Reader used by the class.
4. Note who might need remediation and extension and plan accordingly by finding
relevant activities for students who come to your notice.
5. Provide a selection of books in a reading corner in the classroom. Books and other reading
material should include both fiction and non-fiction at different levels of difficulty to
accommodate all readers. Try to include books on insects. Supplementary graded readers
should also be available. The learners will choose from these texts for independent
reading activities.
Resources
Learner worksheet activities, dictionaries, personal dictionaries, library books, classwork
books, a variety of graded supplementary reading books, pictures of snakes, a few unusual
objects for writing descriptions. A YouTube short video of David jones who spent 121 days ith
40 venomous snakes https://goo.gl/7oxgtY
Assessment
This unit, Unit 7, has mainly Formal Assessment activities. For Formal Assessment we will
complete all of the requirements for Term 2 Formal Assessment Task 1. Follow the guidelines
below for the Term 2 Formal Assessment activities to the value of 100 marks.
Term 2 Formal Assessment Task 1: Language structures (15 marks)
Term 2 Formal Assessment Task 1: Reading comprehension (20 marks)
Term 2 Formal Assessment Task 1: Read an unprepared text (10 marks)
Term 2 Formal Assessment Task 1: Write a description (30 marks)
Term 2 Formal Assessment Task 1: Listens to and speaks about oral descriptions (15 marks)
Term 2 Formal Assessment Task 1: Reflects on stories read independently (10 marks)
TOTAL = 100 marks
Use the following scale for recording and reporting assessment in the Foundation Phase.
Rating code Description of competence
7 Outstanding achievement
6 Meritorious achievement
5 Substantial achievement
4 Adequate achievement
3 Moderate achievement
2 Elementary achievement
1 Not achieved

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 GRADE 6
Learning activities, and how to teach them

Listening and Speaking: How much do you know about snakes?

This unit is about snakes. This activity introduces the topic of snakes. The learners are probably
very familiar with snakes and will be able to discuss the topic easily. Divide the learners into
groups for the discussion and let them discuss the questions provided, namely:
1. What animal classification do snakes belong to? Can you name any other animals that are
part of this classification?
2. Are you scared of snakes? Explain your answer.
3. How would you describe a snake?
4. Have you had an interesting experience with a snake? Tell the group about it.
5. What do snakes eat?
6. Would you like to eat snake for dinner? Explain your answer.
7. In your group make a list of all the different kinds of snakes that you know about.
8. What would you do if your friend was suddenly bitten by a snake on the way home from
school?
9. What would you do if you found a snake under your bed?
10. What abilities of a snake would you like to have?
Listening and speaking: Descriptions
This is part of Term 2 Formal Assessment Task 1: Listens to and speaks about oral descriptions
(15 marks)
Ask the learners to listen carefully as you read the descriptions in the text to them. Read each
description and then ask the learners to identify the object, animal, plant or place that is being
described. Ask them to explain the purpose or function of each thing that was described. Point
out some of the adjectives in the text, or read the descriptions again and ask the learners to
identify the adjectives. Remind them that adjectives are used to describe things so that they
can be identified more easily.
The learners write down what they discover in their workbooks following this frame.

Identify what it is and write down its name in your workbook. 1

Describe its appearance 1

Write down two or three parts that it can be divided into. For 1
example a description of a person could be divided into a heady a
body and legs.

Describe what its purpose is. 1

Do a quick drawing of the item and label the drawing. 1

Total 5

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 GRADE 6
The descriptions describe the following:

1. What am I? 2. What am I?
A butterfly A crocodile
3. What am I? 4. What am I?
A kitten A rose
After the pairs of learners have listened to the descriptions and have identified them, let each
pair create their own oral description to read out to the class. Let the class identify what is being
described.
Formal Assessment
Use the marks from 3 of the 4 descriptions for the Term 2 Formal Assessment Task 1: Listens to
and speaks about oral descriptions to get a total of 15 marks)
Writing: Write a description
This is part of Term 2 Formal Assessment Task 1: Write a description (30 marks)
In this activity the learners will write a description of an object, animal, plant or place. They
will make use of adjectives to describe the object. They will also follow a number of suggested
questions which form the frame of their descriptions:
a. First think of an object, animal, plant or place that you can describe.
Write its name as a heading.
b. Use the five senses to describe it. What does it look like? If it is a creature also write down
two or three parts that its body can be divided into).
c. What does it feel like, taste like, sound like and smell like?
d. What is it used for?
e. Write a draft paragraph.
Use this rubric to assess this descriptive writing.

Writes a heading 2
A good description of its appearance. 2
Makes good use of the other senses. 4
States the purpose of the object 2
Excellent, varied and relevant vocabulary 2
Uses at least six adjectives 3
TOTAL 15 X 2 = 30 marks
Listening and speaking: Analyse and classify things
In this activity the learners work, in pairs, with the names of objects, animals, plants and places.
They make a table with four columns in their workbook as directed in the activity. They read
through the names of the items that have to be classified.

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 GRADE 6
Suggested classification answers:

Objects Animals Plants Places

pencil, book, pen, lizard, snake, orange, rose, lemon, park, Durban,
ruler, knife, fork, tortoise, crocodile, pear, grapes, daisy, supermarket,
spoon, tablecloth horse, cat, puppy, sunflower, daffodil, Johannesburg,
parrot classroom, beach,
Cape Town, Pretoria.

When the learners have finished classifying let them look for similarities and differences in each
group of items.
For example:
a. Objects
The similarity is that they are all objects.
The difference is that some are stationary and some are cutlery. These are two distinct
groups but they are still objects.
b. Animals
The similarity is that they are all animals.
The difference is that some are reptiles and some are home animals. These are two distinct
groups but they are all still animals..
c. Plants
The similarity is that they are all plants.
The difference is that some are flowers and some are fruit. These are two distinct groups but
they are all still plants..
d. Places
The similarity is that they are all places.
The difference is that some are cities and some are places that you find in every town. These
are two distinct groups but they are all still places. .
Reading and Viewing: Facts about snakes
Read the information text to the learners. Use the usual approach when starting the shared
reading exercise by asking the learners to predict from the title and pictures what the
information text will be about. After you have read the text ask questions about it and
encourage the learners to skim and scan the information. Point out that this is information text
so it is written in paragraphs, each with its own heading to make it more easily comprehended.
Then point out the function of the first sentence in a paragraph. It is the topic sentence and it
usually guides all the sentences below, which will keep to the same topic.
Then place the learners in groups to read the information aloud, taking turns . Take a note
of how they manage in pronunciation, fluency and expression. When they have read the
information together as a group they answer the questions orally. Revise the answers with them
after this has been done.
Suggested answers for the oral comprehension:
1. Explain the meaning of carnivore, vertebrate and cold-blooded.
Carnivore: animals that eat meat
Vertebrate: animals with backbones
Cold-blooded: animals thatrely on the temperatire of the weather to warm their bodies.

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2. What is the topic sentence and the main idea in each paragraph?
Paragraph 1: Habitat
Main idea: This sentence is talking about where the snakes like to live.
Topic sentence: Snakes are reptiles that can be found in habitats all over the world except
in a few countries such as Antarctica, New Zealand, Greenland, Iceland and Ireland.
Paragraph 2: Appearance
Main idea: The appearance of the snake is described in this paragraph.
Topic sentence: Snakes are long creatures that glide along the ground, with no arms and
legs, no eyelids and no external ears.
Paragraph 3: Movement
Main idea: This paragraph describes how a snake moves around from place to place.
Topic sentence: Snakes glide along using the muscles in their body to push and pull their
bodies.
Paragraph 4: Food
Main idea: this paragraph describes what snakes like to eat..
Topic sentence: Snakes are carnivores and they like to eat other small animals and eggs.
3. Where do snakes like to live?
Snakes live in most countries of the world, and some like land habitats such as forests,
grasslands, and deserts, while others prefer water environments.
4. How do snakes move?
They use the muscles in their body to push and pull their bodies while their scales grip the
ground
5. What do snakes eat?
Snakes eat mainly small animals and eggs.
Reading: Record words and their meanings in a personal dictionary
The learners look up the meanings of some of the words in the information text. They provide a
definition of the words and also give a sentence for each one to show that they understand the
meaning.
Suggested answers
environments: the surroundings or conditions in which snakes live.
temperatures: the degree or intensity of heat in the weather
external: ears that are obvious on the outside of their bodies
underneath: below or on the underside of something
rough: having an uneven or irregular surface
glide: move with a smooth, quiet continuous motion.
grip: take a firm hold of something
pump: to move something with regular pushes as if using a pump
habitat: the natural home or environment that a snake likes to live in.
Writing: Draw and label a diagram
The learners redraw the image of a snake and label their diagram making sure they use all the
provided words such as forked tongue, scales, eye, mouth, tail, body, teeth, and belly.
Writing: Make a mindmap summary
Read the information text again with the learners pointing out that there are four main
pragraphs each with its own heading. Illustrate on the board how you will write the heading of
the mindmap in a circle and connect the circle to fourmore circles each with a main point in it.
Draw rough images for these main points. Show how to add a small drawing for each heading.
After this underline keywords in the text and create branches for the keywords. Then rub off
your drawing from the board and let the learners create their own mindmap using colour to
make it more attractive.

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Language structures: Learn a spelling rule
Suggested answers:
lunch-lunches, box-boxes, kiss-kisses, bus-buses, bunch-bunches, dish-dishes, beach-
beaches, wish-wishes, scratch-scratches, sandwich-sandwiches, buzz-buzzes, class-classes,
stitch-stitches, dress-dresses, scratch-scratches
The learners create their own sentences to show the meaning of the words.
Language structures: Adjectives
Suggested answers
1. Put the adjectives after the nouns

The snake is long. The river is deep.

The tree is high. The tongue is forked.
The belly is scaly. The desert is dry.
The snake is poisonous. The muscles are strong.
The mouth is wide. The body is long.
2. Use the correct form of the adjective to complete each sentence.
a. This butterfly is more beautiful than that one.
b. This kitten is the most playful of the whole litter.
c. The most important sentence in a paragraph is the topic sentence.
d. That snake is the funniest snake I have ever seen.
e. A forest is the most wonderful place for snakes to live.
Language structures: Connecting words
Suggested answers
1. Choose the correct connecting word in each sentence.
a. The butterfly is beautiful but the moth is ugly.
b. Kittens are playful as well as cute and fluffy
c. First the snake appeared out of the hole, and then it disappeared.
d. Although I like snakes, I cannot stand crocodiles.
e. I saw the delicious apples on the tree and then I saw the snake.
2. Find the connecting words in this paragraph. Say what type of connecting word each one is.
Suggested answers
The two girls went down to the river without permission. First (connecting word showing
sequence) they saw the big crocodile lying on the bank. Then (connecting word showing
sequence) they saw a number of snakes gliding across the grass.
“I hate snakes and (connecting word showing addition) crocodiles” said Julia. “Let’s go home.”
“No,” said Cindy. Although (connecting word showing contrast) I am scared of crocodiles, I
would like to see one close up before it disappears.
“Ëither (connecting word showing contrast) you come home immediately with me,” said
Julia, “or (connecting word showing contrast) I will leave you to become friends with the
crocodile on your own.”
Language structures: Adverbs of manner
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 GRADE 6
1. Create adverbs from these words: brave, happy, sad, quick, and quiet.
Suggested answers
bravely, happily, sadly, quickly, quietly
2. Make a sentence with each adverb.
Suggested answers
The learner’s own choice of sentence. For example: The hurt girl smiled bravely.
Reading and Viewing: David Jones – the man who loved snakes
This is part of Term 2 Formal Assessment Task 1: Reading comprehension (20 marks)
Read the information text to the learners. Use the usual approach when starting the shared
reading exercise by asking the learners to predict from the title and pictures what the
information text will be about. After you have read the text ask questions about it and
encourage the learners to skim and scan the information. Point out that this is information text
so it is written in paragraphs, each with its own heading to make it more easily comprehended.
Then point out the function of the first sentence in a paragraph. It is the topic sentence and it
usually guides all the sentences below, which will keep to the same topic.
After that place the learners in pairs to read the information aloud, taking turns . Take a note
of how they manage in pronunciation, fluency and expression. When they have read the
information together as a pair they answer the questions in their workbooks. Revise the answers
with them after this has been done.
Use the answers in this section as the Term 2 Formal Assessment 1 mark worth 20 marks.
Suggested answers:
1. How long did David Jones stay in the room with the snakes? (2 marks)
He was with the snakes for 121 days.
2. Where did this event take place and how many snakes were involved? (2 marks)
It took place at the Chameleon Village Reptile Conservation Park in
Johannesburg with 40 deadly snakes
3. Why did David Jones take on this challenge? (2 marks)
He liked snakes and he heard about a South African world record concerning
snakes that he wanted to beat. He also wanted to raise money for
St Catherine’s Hospice in Malthouse Road, Crawley by taking this challenge.
4. What would you have done if it was you in that room with the snakes? (2 marks)
Learner’s own answer.
5. What did the snakes eat? (2 marks)
They ate live rats and mice every 10 days which David handed to them using
a forceps.
6. What kind of snakes were in that room? (2 marks)
There were puff adders, cobras, green mambas, boomslangs and black
mamba.
7. Why do you think the snakes never bit David? (2 marks)
Learner’s own answer
8. Where was David Jones’s home? (2 marks)
He lived in England.
9. How did he keep in touch with his wife and his little boy? (2 marks)
He kept in touch with them via Skype.

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 GRADE 6
10. What happened when David went to sleep at night? (2 marks)
At night, two guards would take turns watching over him, ready to wake
him if a snake got too close.
Total marks = 20 marks
Reading: Record words and their meanings in a personal dictionary
The learners look up the following words in their dictionaries, create definitions which they add to
their personal dictionaries, and then write sentences which bring out the meaning of each word.
searched:
caught: past tense of to catch something
world record: this means the best global performance ever recorded
venomous: capable of injecting poisonous venom by means of a bite or sting.
challenge: a call to someone to participate in a competitive situation
deadly: able to cause death
communicate: to share or exchange information, news, or ideas
forceps: a medical instrument with handles for holding objects
unpredictable: something that might not be foreseen
consequences: results or effects that are typically unwelcome
Writing: Make a mindmap summary
Read the information text again with the learners pointing out that there are four main
paragraphs each with its own heading. Illustrate on the board how you will write the heading of
the mindmap in a circle and connect the circle to four more circles each with a main point in it.
Show how to add a small drawing for each heading. After this underline keywords or keyword
phrases in the text and create branches for the keywords/keyword phrases. After that erase your
drawing from the board and let the learners create their own mindmap using colour to make it
more attractive.
Reading: Independent reading
This is part of Term 2 Formal Assessment Task 1: Read an unprepared text (10 marks)
This is part of Term 2 Formal Assessment Task 1: Reflects on texts read independently (10 marks)
Formal Assessment for ‘Reflects on texts read independently (10 marks)’
In independent reading in this unit let the learners find an interesting story book to read form
the class or school library.
They read the book and then summarise what they have read by writing a few sentences in their
workbooks. Their sentences must answer the following questions

Marks
Who wrote the book? 1
Who are the characters in the story? 1
What is the plot of the story? 1
What is the setting of the story 1
When did the story take place? 1
Where did the story take place? 1
What is something you liked about the story? 2
What is something you didn’t like about the story? 2
10 marks
Formal Assessment for ‘Read an unprepared text (10 marks)’
Use this rubric to assess ‘Reads aloud an unprepared text in Independent Reading: 10 marks’

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 GRADE 6
For this assessment you will listen to the learner reading text from the book.

Yes No
Reads confidently for this level 2 1
Reads fluently for this level 2 1
Pronounces words correctly most of the time 2 1
Reads with expression 2 1
Reads loudly 2 1
TOTAL 10 5
It’s time for revision
This is part of Term 2 Formal Assessment Task 1: Language structures (15 marks)
A. Adjectives
Suggested answers:

The man is brave. The mice and rats are live.

The snakes are venomous. The snakes are hungry.
The creatures are dangerous. The leaves are wet.
The room is small. The mice are frightened.
The guards are nervous. The visitors curious.
(10 marks)
2. Use the correct form of the adjective to complete each sentence.
a. This snake is more dangerous than that one.
b. This was the most frightening experience that David Jones had ever had.
c. That snake is more interesting than this one.
d. That snake is the wildest snake I have ever seen.
e. A Reptile Conservation Park is the most wonderful place for snakes to live.
(5 marks)
B. Connecting words
Suggested answers:
1. Choose the correct connecting word in each sentence.
a. Cobras as well as puff adders are dangerous snakes
b. First he cleaned out the cage and after that he went to drink his tea.
c. However when I saw the venomous snake approaching I went cold inside.
d. That snake is either a python or a cobra
e. First he fed the snakes with mice and then he went to bed.
(5 marks)
2. Find the connecting words in this paragraph. Say what type of connecting word each one is.
David Jones was in a snake cage with 40 very dangerous snakes. Although (connecting
word showing contrast) he loved snakes he was feeling very scared. First (connecting word
showing sequence) he just stood still and didn’t move. Then (connecting word showing

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 GRADE 6
sequence) he started to walk very slowly. Either (connecting word showing contrast) the
cobra or (connecting word showing contrast) the puff adder raised its head and looked at
him. In addition (connecting word showing addition) the green mamba started to glide
towards him.
Note:
(Allocate 1 mark for the correct connecting word and one mark for saying what type of
connecting word it is. The either and or sentence counts 1 mark as a connecting word. Allocate
1 mark for identifying them both as connecting words showing contrast )
(10 marks)
(Total marks for Term 2 Formal Assessment Task 1 mark = 30 marks ÷2 = 15 marks)

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